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Dialogic teaching: talk in service of a dialogic stance

机译：对话教学：对话态度的服务

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摘要

We consider what it means to be a dialogic teacher as characterized by Paulo Freire and Robin Alexander, and utilizing discourse analysis, we explicate how one elementary teacher's talk reflects these characteristics. We provide context for and analysis of a seven-minute discussion selected as a cumulative achievement the focal nine-year-olds are capable of after a year's exposure to dialogic teaching. These students explored many authors' stereotypical treatment of orphanages as a common setting in children's literature and considered how it impacted character development and the readers' predisposition toward characters. We explore the role the teacher played to mobilize students' everyday knowledge, listen attentively as students grappled with ideas, and then anchor his questions and comments in students' contributions. Using talk in this way, he was able to negotiate school knowledge, specifically literate talk, and effectively connect it to what his students already knew. We highlight the concept of dialogic stance and argue that it is not isomorphic with the way a particular utterance is syntactically structured. It is rather a function of how patterns of talk may open up discourse space for exploration and varied opinions, and how teacher- and student decision-making about content is presented and discussed.
机译：我们考虑以Paulo Freire和Robin Alexander为特征的对话教师意味着什么，并利用话语分析来阐述一位基础教师的演讲是如何反映这些特征的。我们为进行为时7分钟的讨论提供了背景并进行了分析，这些讨论被选为9岁的重点研究对象经过一年的对话教学后能够获得的累积成就。这些学生探索了许多作者对孤儿院的定型观念作为儿童文学中的普遍现象，并考虑了它如何影响角色的发展以及读者对角色的倾向。我们探索教师在调动学生的日常知识，在学生纠缠于想法时专心倾听，然后将他的问题和评论融入学生的贡献中所扮演的角色。通过这种交谈方式，他能够协商学校知识，特别是识字交谈，并将其有效地与学生已经知道的联系起来。我们强调了对话姿态的概念，并认为它与特定话语的句法结构不是同构的。它的作用在于，谈话方式如何为探索和各种观点开辟话语空间，以及如何呈现和讨论师生关于内容的决策。

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